Linear graphics: A process of meaning from it use in an engineering

Abstract

In this paper we analyzed the use of linear graphs in an engineering community in order to generate a significance base for the development of a functional mathematical reasoning. This research is based on the socioepistemological framework. We present three illustrative cases on how the scientific-academic community uses cartesians graphics. From these uses, meanings for mathematical knowledge are integrated into a richer and articulated greater significance on the notion of lineal slope and points of intersection. The objective is to show the possibility of a didactical change from objects to practices, proposal that can permeate along the school context as an educational tool for the development of mathematical reasoning.